1. Liz Brewer Kelly Davis GRREC Consultants
Bully Prevention
In Positive Behavior Support
Green River Region Educational Cooperative
Part 2: March 20, 2014
Liz Brewer Kelly Davis GRREC Consultants

2. Define a plan for implementing Bully Prevention
Overall Training Goal
Define a plan for implementing Bully Prevention
within schools already using School-wide PBIS

3. Learning Targets Day One
Define the logic for investing in bully prevention
Define the five core skills for “student orientation”
What to teach, How to teach it
Define the core elements for “faculty orientation”
Day Two
Define the role of data before, during and after implementation
For both fidelity and impact
Define steps to Implementation of BP within SWPBIS
Define the expectations for advanced support

4. Review of Part 1 Training
1. Define the logic: Why implement Bully Prevention strategies?
Staff input/buy-in
Student input: Focus group, Student Survey
Clarifying definitions of behavior
Reframing our language (i.e., describe the behavior, don’t use labels)
2. Student orientation: 5 Core Skills
How to teach
When to teach
3. Staff orientation
What to teach
Boosters and fidelity checks

5. Big Picture Thinking
How does Bully Prevention in PBS fit with other initiatives?
Program Review
Professional Growth Effectiveness System
Leader in Me
Other

6. Big Picture Thinking
And consider research on the effectiveness of bully prevention programs
It is true that bullying-prevention efforts are on the rise. In fact, 49 states now have anti-bullying legislation in place, and the number of schools using anti-bullying programs continues to grow. These legislative and programmatic actions demonstrate a commitment to addressing a critical problem. They have cost our nation billions, and, yet, according to nationwide surveys, bullying rates have not declined. The results of six meta-analyses confirm that current anti-bullying programs are not working. Most are ineffective because they address the symptoms of bullying, not the underlying causes, which likely include a lack of emotional intelligence—a set of skills for understanding, communicating about, and regulating feelings.

7. Discussion/Activity
Think about how the Bully Prevention strategies fit within these contexts:
Other program initiatives
Poor research findings when programs focus on addressing the symptoms of bullying.
Discuss at your tables and be ready to share your thoughts.

8. Data collection/Decision-making
Office Discipline Referral Data
Whole school
Individual students
Student/ Staff surveys
School climate survey
Harassment survey
Fidelity
Fidelity checklist
Are we doing the BP-PBIS program as planned?

9. Using Office Discipline Referrals (ODRs)
Do we have a problem?
Do we need the BP-PBIS program?
If we use the program: Is the BP effort effective?
Remember that many instances of bullying are NOT reported by students, or recorded in the ODR data.

10. Aggression, Harassment, Fight, Name Calling/School Day 4 weeks before BP and 4 weeks after BP
Pre BP Post BP

11. Student Survey Date:_______
In your school
1. You feel safe
2.Other students treat you respectfully?
3. You treat other students respectfully?
4. Adults treat you respectfully?
5. You treat adults in your school respectfully
In the past week
5. Has anyone treated you disrespectfully?
6. Have you asked someone to “stop?”
7. Has anyone asked you to “stop?”
8. Have you seen someone else treated disrespectfully?
Disagree Agree
No Yes
No Yes
No Yes No Yes

12. Fidelity Data Quick check
Are we implementing BP-PBIS?
8 questions (use with whole team, or whole school)
Always build into action plan
Score percentage of items with most people rating “in place”

13. BP-PBIS Fidelity Self-Assessment
Feature
Not in Place
Partially in Place
In Place
Needed Actions
What? Who? When?
School-wide Expectations are defined and taught to all students (respect others)
BP-PBS initial training provided to all students
BP-PBS follow-up training and practice conducted at least once 2 mo after initial training (is more needed?)
4. At least 80% of students can describe the “stop routine” to problem behavior (stop/walk/talk) (ask 10)
5. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”)
6. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week
Staff use BP-PBS “response routine” for student reports of problem behavior
8. Student outcome data are collected and reported to all faculty at least quarterly.

14. BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training
0 = not in place, 1 = partially in place, 2 = in place

15. Activity: Data Use What data do you have? What data do you need?
What schedule would be needed to make this work?

16. How to Implement Bully Prevention in PBIS
School
Implement School-wide PBIS
Faculty commitment
Faculty introduction to BP
Team to implement
Student Forum
Build BP lessons for students
Train all students
Booster/Follow up lessons
Coaching support for supervisors
Collect and use data
District
Build expectation for all schools
Fall orientation emphasis on social behavior
District trainer/coordinator
District reporting of:
Schools using BP-PBIS
Fidelity of implementation
Impact on student behavior

17. Activity: Review Planning Guide and Build Schedule for Next Steps
Use the provided planning guide to:
Determine what you have in place
What you want/need to have in place
Develop a training outline for staff
Develop a preliminary plan for implementation
Staff training
Student survey
Student launch
Fidelity check
Boosters

18. Moving from Discussion to Action School Building Planning Team
Prevention in Bully Positive Behavior Support Planning Guide:
Moving from Discussion to Action
This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully prevention effort will be implemented well, sustained, and a benefit to students, families and faculty.
School Building Planning Team
Action
Criterion
In Place
Partially In Place
Not In place
Who?
By When?
Faculty/Staff Readiness
Team defined to lead implementation of BP-PBIS
All faculty/staff have read the BP-PBIS manual
"Stop" signal selected
All faculty/staff have received BP-PBIS orientation training
2. Curriculum Delivery
Schedule developed for student BP training.
BP-PBS lessons delivered to all students
Plan developed for BP-PBS orientation for students who enter during the year.
3. Follow-up/ Booster
Follow-up lessons scheduled to occur during two month period after initial student training.
Follow up lessons delivered at least twice after initial training, including practice in applicable settings.
4. PBIS team
BP-PBIS set as a standard item on the PBS team agenda

19. Action
Criterion
In Place
Partially In Place
Not In place
Who?
By When?
5. Coaching
Plan developed for coaching and feedback for playground supervisors
Coaching for playground, lunch, hall supervisors provided at least twice, and as needed after.
6. Evaluation/ Monitoring
Quarterly review to assess if BP-PBS is being used as intended (fidelity)
Monthly review of office referral and incident reports related to bullying behaviors (aggression, harassment, threats)
Collect study BP survey data at least annually
7. Social Validity
Review efficiency and impact with families, faculty, students

20. District Leadership Team
Action
Criterion
In Place
Partially In Place
Not In place
Who?
By When?
1.Bully Prevention orientation for New Faculty
Fall orientation for all new faculty
2.District update at least once a year
Report to District administration or board about (a) number of schools using BP-PBS, (b) fidelity of implementation, (c) impact on student behavior.
3. District Trainer
District has individual(s) trained to conduct staff orientation/training/coaching in BP-PBS

21. Advanced Supports
School-wide PBIS and BP-PBIS will not be sufficient for all students
Aggressive, bullying behaviors occur for many reasons
Mental Health issues
Family dynamics
Disabilities
Persistent, habitual behavior
Use your data to identify students in need of more intense support and refer them to your team

22. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

23. State Mandates for RtI August 1, 2013: Reading and Writing
August 1, 2014 Math
August 1, 2015: Behavior
Mandated for all K-3 students (KRS )

24. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Group Interventions Check in/Check-Out -Behavior Education Program (BEP)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Tier 2/ Secondary
Tier 3/
Tertiary
Assessment
Intervention
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR) (Behavior and Academic Goals)
Group Intervention with Individualized Feature (e.g., Check and Connect –
CnC and Mentoring)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
HSC-T, RD-T, EI-T
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004

25. Use Data to Analyze Trends
Within the 10-15% of students not responding at Tier 1, what are the patterns of behavior you see?
Is there a whole school or grade level solution?

26. Example

27. Example 23 referrals for physical aggression
Physical aggression accounts for 26% of all referrals
19 different students
Grades: 5+6 = 10 referrals, K+1 = 8 referrals
Motivation: Get peer attention, obtain item
Time: 11:45 to 1:00 = 11 referrals
Location: Classroom
Action Taken: Detention
All repeat offenders are K or 1st grade students

28. Example
Brainstorm grade level solutions for 5th/6th and K/1st, keeping these two differences in mind:
K/1st more likely to receive detention than any other consequence; 5th/6th about equal between detention and conference with student
K/1st generated more referrals during the 11:45 to 1:00 time range; 5th/6th more spread out across the day

29. Funneling Down into Tier 2
If whole group or grade level solutions are not appropriate, what are the next steps?
Group interventions
Individual interventions

30. Tier 2 Group Interventions
Operationally defined problem behavior and replacement behavior
Data/assessment criteria used to match student to appropriate intervention
Clearly defined objectives
Documented procedures
Regular data-based progress monitoring
Formative decisions based on data
Criteria to determine when to fade

31. Benefits of Tier 2 Group Interventions
Improved structure
Student is “set-up” for success
Increase in contingent feedback
Applied across school settings
Increased reward for appropriate behavior
Evolve to self-management
Supportive response to teachers

32. Critical Features of Tier 2 Group Interventions
Continuously available
Rapid access to intervention
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty
Function-based
Student chooses to participate
Continuous monitoring

33. Potential Barriers Time Lack of resources (i.e., person)
Poor monitoring of fidelity
Lack of staff training
Tier 1 structures not in place
Social skills groups are NOT a good choice to address true bullying behavior

34. Examples of Tier 2 Group Interventions
Behavior Education Program
Social Skills Groups
Heterogeneous grouping a must
Mentoring

35. Intensive Individual Supports (Tier 3)
Full Assessment
Functional behavioral assessment
Academic assessment
Social emotional assessment
Family support
Individualized intervention
Prevention
Instruction/ Teaching
Formal contingencies
On-going data progress monitoring

36. Wrapping It Up!